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1 Programme Specification BSc (Hons) Nursing Practice This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods can be found in the programme and module handbooks. This document is reviewed by the University and may be checked by the QAA. Key sources of information about this programme and its development can be found in the following: University of Cumbria website: Programme Handbook Programme Briefing Document DOH (10) Essence of Care DOH 10) Equity and Excellence: Liberating the NHS DOH (09) Nursing Careers Framework The BSc (Hons) Nursing Practice (1 credits) is a top-up degree for nurses who have studied to Diploma in Higher Education level or equivalent. The programme may be studied on either a full or part time basis. From 13, all pre-registration nursing students will be educated to degree level. The BSc (Hons) Nursing Practice is responsive to the need for nursing to become an all graduate profession and will give registered nurses the opportunity to develop to graduate level within their discipline. Brief Descriptive Summary The framework of the top-up degree reflects the aspirations of the NHS in supporting the development of nursing careers (Nursing Careers Framework [09]). The programme aims to enable nurses to progress in their careers, by encouraging their engagement in a flexible programme of education that aligns with contemporary service need. The programme incorporates a variety of negotiated and work based modules which have been explicitly designed to meet the needs of learners working in a wide range of practice situations. Modules are delivered in a flexible format, providing choice and direction, and recognising the diversity of individual student need. Where required, students will be supported in aligning modules with the NHS Knowledge and Skills Framework Final Award and Title Exit Award(s) and Title(s) BSc (Hons) Nursing Practice BSc Practice Development UADip: Practice Development All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria.

2 Programme code (CRS) US-NRSPRT N/A Quality Group Lifelong and Interprofessional Learning Faculty Health and Wellbeing Teaching Institution Work Based Learning Collaborative Partners Description of type of Collaboration Relevant Qualification Benchmarks Modes of Study Delivery Sites Programme Length Date of (i) Programme Specification written Validated period of programme (*) University of Cumbria Work based learning is integral to the programme. Work based learning is defined as learning that takes place at work or away from work with the sole purpose of improving work performance by focussing on the challenges and realities of practice (NHS NW 08). Employers will support the programme through the provision of mentors for students undertaking work based learning. Provision of mentors for students undertaking work based learning modules. There are no related QAA subject benchmarks Full-time, Part-time, Distance Learning, Flexible and Distributed Learning (FDL), blended learning. UoC campuses and sites: Carlisle, Lancaster, Barrow, Workington, Ambleside, London Calderstones Partnership NHS Foundation Trust and other approved partner locations Modules within the programme may be offered offsite, for example on employers premises, in line with the University s policy for offsite delivery Full Time 1 year. Maximum of 2 years Part Time 2 years. Maximum of 4 years 9 March 12 Validation period extended to August 18 2

3 The programme aims to 1. provide a flexible, modular structure for negotiating a programme of study which provides a coherent scheme and progression route recognising and valuing prior experience and learning and building on this 2. provide learners with the opportunity to develop intellectual, analytical, and problem solving skills which encourage the development of mature and independent decision making and reasoned judgement 1. Educational Aims of the Programme 3. develop conceptual knowledge and practical understanding of how techniques of enquiry enable the critical analysis, interpretation and application of contemporary evidence within the learner s sphere of influence 4. develop graduate key attributes within the lifelong learning context 5. facilitate the development of learners as leaders and/or change agents, able to respond to a dynamic practice environment 6. provide a learning experience which promotes the application of a robust client/user focus and a collaborative approach to both learning and practice 2. Programme Outcomes This programme provides opportunities for students to develop and demonstrate: 2(i) Knowledge and understanding The student will be expected to demonstrate that they have developed a systematic and coherent body of knowledge and critical understanding of the following: 1. The evidence, theories and policy drivers that underpin decision making and judgement in nursing practice 2. Methods of enquiry appropriate for exploration of nursing practice 3. The professional, ethical and legal perspectives of nursing practice, including diversity and cultural issues 4. The need for and constraints of developing practice, managing change and of multi-professional working 5. Concepts and frameworks for collaborative and partnership working 3

4 6. The holistic nature of nursing practice 2(ii) Qualities, skills and other attributes in the following areas: The student will be expected to demonstrate that they have developed and have the ability to apply the following skills, qualities and attributes: 1. Formulate and complete a structured learning programme aligned to the Knowledge and Skills Framework (where applicable) and other appropriate competency standards 2. Communicate effectively in a variety of ways, such as with patients, colleagues and other practitioners 3. Make sound professional judgements and utilise different modes of decision making 4. Search for, critically analyse and apply a contemporary evidence base for practice 5. Identify and access appropriate bibliographical resources and other sources of relevant information. 6. Use information technology effectively, as a resource of information, as a learning aid and for the presentation of information 7. Take responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraise alternatives and plan and implement actions within required deadlines 2(i) Knowledge and Understanding Learning/Teaching Methods and Strategies A variety of methods and strategies will be used to ensure development and acquisition of key knowledge and understanding. Students will be given opportunities to experience flexible and creative approaches to teaching and learning, which foster independent learning. Distance learning can be defined as learning which takes place away from the physical space of the University, often within a VLE (Virtual Learning Environment), whereas blended learning uses a selection of delivery methods and learning approaches, which may include distance learning. FDL (flexible distributed learning) applies to all forms of learning which take a flexible approach so that students can engage, as far as is practicably possible, with learning at times and in ways which suit them. Learning is based in academic study and in professional practice. Students are actively facilitated to apply and integrate their professional knowledge within their practice and to develop an enquiring critical approach to their study and professional practice. Acquisition of knowledge and understanding is through a combination of the following: Use of virtual electronic learning environment Online and class based workshop activities Facilitated discussion and debate 4

5 Tutorials Guided study and reading Work based learning Reflection on professional practice Work based learning is facilitated by a designated mentor within a relevant working environment, supported by the university. Tutorial support is available through a Personal Tutor system as well as through access to module and specialist tutorial support. Additional support to learning is provided by Learning Information and Student Services. Experts by experience (for example service users) contribute to teaching and learning within individual modules where this is appropriate. Indicative Range of Assessment Methods: Portfolio Case study Reflective Account Academic essay Evidence based analysis Patchwork Text Production and presentation of a teaching aid Presentation OSCE Viva Patient management plan Clinical vignette Written report Online assessment Work Based Assessment Written examination Dissertation Formative assessment is an important feature within the programme. The nature of the formative work varies across the modules, essentially this comprises work that informs or becomes part of the summative assessment. Formative work may include in class or on line activities such as presenting draft assignments, work in progress, or multiple choice tests. Peer and self assessment are also used to give students timely feedback on formative tasks. (Reference: University of Cumbria [11] Guidelines for Good Assessment Practice). 2(ii) Qualities, Skills and other attributes Learning/Teaching Methods and Strategies Intellectual, professional and key transferable skills are developed throughout by methods identified above. Students are actively encouraged to critically reflect on their development of skills in practice in order to develop their ability to make sound professional judgements. Methods used include work based learning, simulated learning in clinical skills, action learning sets, lectures and workshops, case study reviews and discussion forums, independent study and tutorials. Experts by experience (for example service users) contribute to teaching and learning within individual modules where this is appropriate. 5

6 Indicative Range of Assessment Methods: Portfolio Case study Reflective Account Academic essay Evidence based analysis Patchwork Text Production and presentation of a teaching aid Presentation Viva OSCE Patient management plan Clinical vignette Written report Online assessment Work Based Assessment Written examination Dissertation 3. Learning Teaching and Assessment Strategy Key Principles: The Practice Development Framework has developed a set of overarching principles for learning, teaching and assessment which relates to all modules and programmes within the framework. Through this approach learners will be provided with a coherent learning experience. The following section summarises the key principles arising from this strategy document. This programme has been designed to be flexible, utilising a full range of UoC digital resources and supported communication through learning technology where suitable for example through online and distributed places for learning an approach that embodies inherent (even if latent) opportunities for study across learning contexts. Use will be made of UoC learning technology such as Blackboard and the availability of resources suitable for mobile learning (such as use of PDF file format instead of MS Word; Downloadable podcasts). Learning will be based in academic study and in practice environments. Students are actively facilitated to use, apply and integrate their developing knowledge within their practice and to develop an enquiring, evaluative approach to their study and practice. Learning and assessment are considered as interrelated. Everything that the student undertakes and the products of that learning is couched amongst active participation and formative opportunities for dialogue and feedback throughout. Modules include formative activity specifically intended to generate feedback on performance to improve and accelerate learning (Nichol & McFarlane-Dick, 06). Summative assessment is authentic, in that assessment clearly aligns to programme and module level learning outcomes, encourage and enable progressive development through feedback, and is of relevance to practice needs that also develop skills and capacity for a wider employability context. Intellectual, subject specific and key transferable skills are central to learning opportunities and assessment. Students are encouraged to critically reflect on their skills development in their learning and practice contexts in order to develop their ability to make sound professional judgments. 6

7 The delivery of study, academic and digital skills are embedded and extend and adapt definitive resources available centrally through LISS, creating an opportunity to present parity in the student experience across standalone modules and student-owned pathways. 1 As referred to in LTA Plan 11-16, Contexts for learning at University of Cumbria: a) Campus-based learning experience, enhanced through the use of technology; b) Connected sites, Gateway and placement settings providing more support online and distributed places for learning; c) Intensive programme attendance, backed up by online learning for workplace learning, placement and professional learning and short course offers; d) Online, at-a-distance learning utilising full range of UoC digital resources and supported communication though learning technology. At HE Level 6: (Year 3 undergraduate or equivalent), students will be able to demonstrate that they have the ability: to critically review, consolidate and extend a systematic and coherent body of knowledge; critically evaluate concepts & evidence from a range of resources; transfer and apply subject-specific, cognitive and transferable skills and problem solving strategies to a range of situations and to solve complex problems; communicate solutions, arguments and ideas clearly and in a variety of forms; exercise considerable judgement in a range of situations; accept accountability for determining and achieving personal and group outcomes; reflect critically and analytically on personal and work place experience in the light of recent scholarship and current statutory regulations. 5. Programme Features and Requirements The BSc (Hons) Nursing Practice is designed to offer flexible, post-qualifying learning opportunities that will enhance the professional development and career opportunities of registered nurses. The programme features a variety of bespoke module options which are tailored to individual learners personal and professional development needs. The BSc (Hons) Nursing Practice shares the same principles as the Practice Development Framework in relation to credit accumulation (and transfer), flexibility and choice. In normal circumstances, students will register for the award at the commencement of their studies. However they will also have the opportunity to delay this registration until a later stage in their studies. Students will be allowed to accumulate credit through the completion of stand alone modules which are most appropriate to them and their practice. At any time, up to the completion of 1 level 6 credits, students will be able to transfer the credit into the BSc (Hons) Nursing Practice (providing they meet the entry criteria for the programme). The BSc (Hons) Nursing Practice programme will require students to undertake a single, credit core module: Evidence Based Practice. Students will have the opportunity to select remaining modules from the Practice Development Framework (see list attached) or, any level 6 module from within the Faculty of Health and Wellbeing which has been designated as stand alone, to a total of 1 credits, providing the selected modules are relevant to the student s programme of study and area of practice. Optional modules must be agreed by the personal tutor. All students are allocated a personal tutor [PT] charged with supporting the student as they work to identify and then meet their individual personal and professional learning needs. The PT will assume an academic tailoring role which consists of moderating the student journey through their programme of study, so that their choice of modules and 7

8 focus of the assessments is appropriate to their named award. The student will complete a negotiated learning plan on commencement of their studies. The plan will be subject to approval by the programme leader. This will be facilitated through two processes, which together will enable the student to achieve a coherent learning experience. Firstly, on entry to the Framework, students will be required to complete a negotiated learning plan [NLP]. This plan, completed with the help of the personal tutor, will detail the desired target award, the optional modules selected by the student and any core modules that are required to complete the target award. It will identify a recommended order of study for the selected modules. The NLP, which is subject to final approval by the programme leader will be recorded on a student database. It will be reviewed by the student and PT on an annual basis. Secondly, the personal academic development record [PADR] provides detail on the role of the PT. It comprises a focus for personal tutor meetings and for maintaining a record of progress throughout the student s period of learning. The PADR will enable the PT and student to work together to maintain a record of the modules studied and their contribution to meeting the target programme learning outcomes [where relevant]. Communication between student and personal tutor with regards to the NLP and PADR may take place via face to face or telephone meetings or via the internet. The preferred process for meeting will be determined jointly by the PT and student. The process relating to the completion of NLP and PADR documents will be monitored by the level/programme leaders and the framework leader. Operational team meetings will provide the forum for communication on and development of these processes. 8

9 6. Curriculum Map Level Module Code JACS Code Programme Structure: BSc (Hons) Nursing Practice Module Title and Aim 6 HLLG6018 B900 Evidence Based Practice This aim of this module is to enhance students' understanding of how their practice is underpinned by evidence. It will explore a wide range of evidence and enhance the ability to acquire and evaluate evidence. 6 Choice of optional stand alone module(s) available from the Faculty of Health and Wellbeing portfolio at Level 6 providing they are relevant to the student s area of practice and programme of study and have been agreed in the student s negotiated learning plan. Optional modules are subject to availability Credit Points Core/ Compulsory/ Optional/ Qualificatory * Core Optional Notes (eg pre/corequisites, etc) Choice to be made from Table 1 below. Students achieving 60 credits at Level 6 would receive a UADip Practice Development Students achieving 1 credits at Level 6 would receive a BSc(Hons) Nursing Practice Progression / Award requirements Module pass mark: 40% (Undergraduate) Students who are awarded a confirmed fail for a single module will be permitted to stay on programme and will be able to repeat that module once more (where the module is core) or take an alternative module. The maximum total amount of credit which a student on the BSc/GradDip programme can actually attempt is 140 credits. For students on this programme, condonement will not apply. The choice of optional modules will be approved by the programme leader through the completion of a negotiated learning plan. Students whose final profile contains at least 60 UoC credits but less than 1 UoC credits at Level 6 after all reassessment opportunities have been exhausted will be eligible to be awarded the ordinary degree BSc Practice Development (providing they have 1 credits at level 4 and 1 credits at level 5). (*) Note: Core Modules must be taken and successfully passed. Compulsory Modules must be taken but can be carried as fails (if the award permits). 9

10 Optional Modules students would be required to take an appropriate number of optional modules Qualificatory Unit of study/qualificatory Practice Unit Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail Table 1: Stand Alone Optional Modules at Level 6 List valid at September 17 To be reviewed annually to ensure continued currency Level Module Code JACS Code Module Title and Aim Credit Points Notes (eg pre/co-requisites, etc) 6 HLLG6001 B771 6 HLLG6002 B771 6 HLLG6023 B790 6 HRBG6007 B700 6 HPHG6046 B790 6 HSPG6030 C690 Acute and Critical Care: Foundations for Practice To develop in-depth knowledge of the principles underpinning the care of adults experiencing acute and critical illness Acute Care: Contemporary Issues (Independent Study) To explore contemporary issues underpinning the development of specialist knowledge and skills to meet the needs of the acutely ill adult. Acute Pain Management To develop enhanced knowledge to meet the needs of the patient experiencing acute pain Acute Stroke Management: Contemporary Perspectives To explore the contemporary perspectives of acute stroke management. Acutely Ill Patient The module will enhance the ability of health care providers to recognise, assess and manage the health care needs of the acutely ill patient across the age range Advanced Exercise Physiology This module will aim to examine a range of module at Level 7 then they cannot study the Level 6 version. Students must be working in an acute care environment and have at least 6 months' experience in the speciality Students must be working within an acute care setting and have at least 6 months experience in the speciality. Prerequisite module HLLG6001 or equivalent APL is required Students must have experience within and/or access to an acute stroke setting If students have previous studied HMFG6001 then they are not eligible to also study HPHG6046 Pre-requisite module HSPG5008 or equivalent APL are required 10

11 6 HLLG6005 B760 6 HRBP6100 B160 6 HPHG6004 B790 6 HMSP6004 F350 6 HMSP6024 F350 advanced theoretical and practical concepts in exercise physiology. Students will experience a variety of laboratory data collection techniques and have the opportunity to critically analyse the findings in order to evaluate recommendations based on direct measurements and current research literature Advancing Mental Health Across the Health Care Spectrum To develop within the student a critical understanding of the nature and impact of mental illness across the health care spectrum. Applied Sciences for Physiotherapy Practice To develop an existing knowledge and practical skills of anatomy, physiology and human function and apply this in a way that is required for physiotherapy practice. Asthma Management To develop knowledge and understanding in the assessment and management of children and adults presenting with asthma Cancer, Radiobiology and Clinical Radiotherapy Physics To provide the underpinning knowledge and understanding to allow the student to be able to plan a range of Radiotherapy treatments and immobilisation devises Cancer, Radiobiology and Clinical Radiotherapy Physics The aim of this module is to ensure that the student has an understanding of the treatment planning process and the physics that underpins it and appreciates its place within the clinical context of radiotherapy This module assumes a good base knowledge of human anatomy and physiology prior to the start of the module. module at Level 7 then they cannot study the Level 6 version. Students must be registered nurses or allied health professionals to be eligible to study this module Work-based placement will be an integral and important component of this module and those studying it will be expected to have access to a relevant workplace and a mentor. Work-based placement will be an integral and important component of this module and those studying it will be expected to have access to a relevant workplace and a mentor. 11

12 6 HPHG6006 B790 6 HPHS6018 B990 6 HPHP6000 B780 6 HPHG6044 B790 6 HPHG6008 B790 Case Management of Long Term Conditions To enable healthcare professionals to develop their skills and understanding in case management Cervical Screening: Theory and Practice This module has been designed to provide opportunities for nurses and midwives working in General Practice or clinically related areas to develop their theoretical knowledge and practical competence in the safe, systematic and effective delivery of the NHS Cervical Screening Programme. Clinical Decision in Contemporary Paramedic Practice The module will enable the student to develop their knowledge and skills in clinical decision making in relation to the assessment and care management of patients/clients through contemporary paramedic practice. In order to be responsive to the constantly changing nature of pre-hospital care practice, the student will critically explore contemporary issues in practice and evaluate the impact on practice that new developments may bring Clinical Decision Making for Health Care Professionals The module will enable the student to develop their knowledge and skills in clinical making in relation to the assessment and care management of patients/clients. Clinical Judgement and Decision Making The module will enable the student to develop their knowledge and skills in clinical judgement and decision-making, in relation to the assessment and care management of patients/clients module at Level 7 then they cannot study the Level 6 version, Students must be working in/have access to a practice environment Students must be registered nurses or midwives to be eligible to study this module. The student's nominated mentor must also be verified as suitable by the locality screening advisors (Public Health England). If students have studied the equivalent module at Level 7 then they cannot study the Level 6 version Students must have studied an assessment and physical examination skills module or equivalent to be eligible to study this module. Only qualified health care professionals will be eligible to study this module Students must be qualified healthcare professionals in order to study this module. Pre-requisite module HPHG5002 or HPHG6012 or equivalent APL is required. Forbidden combination with HPHG6008. Students must be qualified healthcare professionals in order to study this module. Pre-requisite module HPHG5002 or HPHG6012 or equivalent APL is required. Forbidden combination with 12

13 HPHG HMSP6018 F350 6 HLLG6008 B990 6 HSPG6016 C610 6 HLLG6009 B990 6 HLLY6104 L530 6 HNSC6040 B730 Clinical Nuclear Medicine The overall aim of this module is to ensure that the student has the underpinning knowledge to allow them to carry out a range of Nuclear Medicine investigations. Clinical Supervision To develop the knowledge and skills to be able to take on the role of clinical supervisor Coach and Club Development This module aims to enable you to explore and critically analyse coach education methods. You will also examine and consider club structures and key infrastructural development aspects within participation clubs, and the drivers and influences upon club development. Additionally, you will also explore the structure and system of sport including examples from an international perspective. Communication and Collaborative Working To explore the importance of collaborative working and develop the skills required to communicate effectively within health and social care. Community Work: Theory and Practice This module aims to identify, develop and critically assess a range of theoretical approaches utilised within community work practice and development, and to develop their understanding of how to apply these in a diverse range of community work settings. Consolidating Children's Nursing The aim is to enable student to consolidate their Children's Nursing knowledge in order to manage the care of children with complex needs and their 30 Work-based placement will be an integral and important component of this module and those studying it will be expected to have access to a relevant workplace and a mentor module at Level 5 then they cannot study the Level 6 version 13

14 families 6 HPHG6012 B790 6 HNSM6060 B760 6 HRBO6021 B930 6 HSPG6009 C610 6 HRBP6901 B160 Consultation and Physical Examination: Health Assessment Skills This module will enable the student to develop consultation and physical examination skills related to specific body systems across the lifespan. Contemporary Interventions in Mental Health Nursing Practice To enable students to critically analyse a range of contemporary therapeutic interventions employed within mental health nursing practice Contemporary Issues in Occupational Therapy (2) Application This module further develops knowledge and skills gained in Contemporary Issues in Occupational Therapy (1). The aim of the module is for students to demonstrate application, implementation and evaluation of a new occupational therapy intervention within an emerging setting Contemporary Issues in Physical Education and Sport The module will seek to enhance your independent enquiry and critical analysis, presentation skills and other key employability skills through the examination of Physical Education(PE) in a modern society. Exploration of current initiatives in PE and sport, both nationally and internationally, and how the roles of the Government and various professional bodies may impact upon the delivery of Physical Education and Sport in Schools will take place. Contemporary Issues in Physiotherapy Practice 1 Musculoskeletal Dysfunction To enable practitioners with knowledge of musculo-skeletal dysfunction gained in their module at Level 5 or 7 then they cannot study the Level 6 version. Students must be qualified healthcare professionals in order to study this module This module is suitable for Occupational Therapists returning to practice, changing speciality or wishing to further develop their skills. Pre-requisite module HRBO5021 or equivalent APL is required 14

15 6 HRBP6003 B160 6 HNSA6030 B740 6 HPHG6014 B790 6 HMSD6010 B821 primary qualification, to update and extend this knowledge through academic study. Contemporary Physiotherapy Practice: Enhancing Employability Students will consider, via small problem-based learning groups, current and future health care trends; leadership and enterprise; the quality agenda and employability, critically reflecting on the relevance of such issues to the newly graduated physiotherapist. It will prepare students for the future of health care provision that is becoming increasingly competitive and market driven Continuing, Palliative and End of Life Care The aim of this module is to prepare students to care for patients, families and carers coping with long term and palliative care conditions COPD: Diagnosis and Management To develop knowledge and understanding in the diagnosis, management and assessment of clients presenting with COPD Core Radiography Module The teaching and learning within this module should enable students to demonstrate the necessary skills and professional abilities to carry out clinical commenting of the appendicular and axial skeleton in keeping with the standards for a preliminary clinical evaluation recommended by the SCoR. Study will include expanded anatomical knowledge and pathophysiology of the Axial and Appendicular skeleton gaining the knowledge to anticipate pathology and develop confidence in applying and verbalising this knowledge in the clinical setting. 40 Students must be registered health care professionals in order to study this module Previous Level 4 study (or equivalent) is needed to access this module as stand alone module at Level 7 then they cannot study the Level 6 version. Students must be registered nurses or allied health professionals to be eligible to study this module Students must have access to a radiology department as there is placement required as part of this module 15

16 6 HLLG6010 B771 Critical Care: Contemporary Issues To explore contemporary issues underpinning the development of specialist knowledge and skills to meet the needs of the critically ill adult module at Level 7 then they cannot study the Level 6 version. Students must be working within a critical care unit and have at least 12 months experience in the speciality. Pre-requisite module HLLG6001 or equivalent APL is required 6 HLLP6013 C810 6 ECEC6013 X370 6 HLLP6017 C810 Critical Psychology This module aims to engage students in a critical debate about the ideological basis of psychological knowledge, methods and applications. The module content explores psychology s ontological and epistemological assumptions. Students will critically reflect on the theoretical and practical implications of methodological decisions within an applied context. Particular attention is paid to issues such as power, oppression and emancipation. Current Issues in the Early Years To encourage you to engage with fundamental questions concerning the aims and values of early years provision and its relationship to society and government. To draw on a range of theoretical perspectives to illuminate understanding of early years provision and the contexts within which it takes place Defence Security and Cyber Psychology The aim of this module is to introduce students to the application of Psychology to issues of defence and security including a critical evaluation of the role of the cyber world in changes to human Psychology from varying perspectives. The module will focus on the use of Psychology and the role that Psychologists may take in a range of defence settings including the Military, Intelligence Applicants will be required to demonstrate that their education to date prepares them to enter onto this module Students must have previous successful study at Level 6 or demonstration of skills gained in the workplace to access this module. Applicants will be required to demonstrate that their education to date prepares them to enter onto this module 16

17 6 NMLB6252 B900 6 HRBP6900 B160 6 HLLG6091 B800 agencies and in online security. The module will take a critical perspective and also evaluate issues of ethics and power for Psychologists working in these specialist fields in order to develop employability skills. Developing Clinical Skills for Non Medical Prescribing through Work Based Learning The aim of this module is to enable the student to develop the necessary consultation and clinical skills pertinent to their area of practice. The clinical skills identified will be those required to enable the student to make a full patient/client assessment eliciting the necessary information required prior to prescribing safely. The module will also address following: legal aspects of prescribing; the writing of an accurate, legal prescription; and maintaining patient/client records to the standard required by their professional regulatory body. Developing Study Skills for Masters Level The aim of the module is to equip international health care practitioners with the transferrable skills to enable them to develop appropriate academic skills for Masters level work. Digital Health: Use of Technology in Health and Social Care The module aims to provide an in-depth and critical awareness of factors associated with using Digital Technology to support health and/or social care practice. 10 The student must study and successfully complete NMLB6244 Pharmacology for Prescribing or HPHN6254 Consultation Skills for Pharmacists and HPHN6248/NMLB6246/NMLB6250 Principles of Prescribing Practice in the context of their profession and this module (within one year for nurses, though where exceptional circumstances apply, within two years) in order to be eligible to record the Non Medical Prescribing Qualification with the appropriate professional regulatory body. module at Level 7 then they cannot study this Level 6 version. Students applying to study this module should have a basic level of digital fluency and access to on-line computer facilities and be interested in developing technology within the health and social care arena. This module is suitable to be studied as a stand-alone module and is designed for use across a range of disciplines. It is a pre-requisite for the Digital Health: Work-based Project module (HLLG6092) 17

18 6 HLLG6092 B800 6 HPHP6022 B950 6 HLLG6039 B990 Digital Health: Work-based Project This module aims to support and mentor students through the implementation, evaluation and dissemination of a digital health project within their practice. Disaster Response The aim of this module is to develop the knowledge, skills and behaviours of those who will be expected to deliver interventions in and manage disaster settings. This module will broaden and deepen your understanding of disaster preparedness, management and resilience principles. By reflecting on your personal experience and that of others you will develop a deeper understanding of the context that your contribution brings to solving compound problems presented by natural or man-made incidents wherever they occur. Dissertation This module provides students with the opportunity to undertake an in-depth critical analysis and synthesis of material in a subject area pertinent to their named award. Students may select to undertake either (a) an extended literature review, or (b) an evidence based module at Level 5 or 7 then they cannot study this Level 6 version Students applying to study this module should have a working knowledge of digital fluency and access to on-line computer facilities and have the opportunity to develop a digital health project within the health and social care arena. This module is suitable to be studied as a stand-alone module and is designed for use across a range of disciplines. Successful completion of the Digital Health: Use of Technology in Health and Social Care module (HLLG6091) is a pre-requisite to studying this module. This module is aimed at individuals who will be expected to respond in all hazards disaster settings. If students have studied the equivalent module at Level 4, 5, or 7 then they cannot study the Level 6 version 18

19 proposal for change 6 HLLP6015 C810 5 HMSG6001 B821 6 HMSP6026 F350 6 ECEC6012 X370 Dissertation The module aims to enable students to pursue an investigation on a topic of their own interest. Students should identify a research question and use research skills acquired at levels 4 and 5 to select data collection methods that are most appropriate for providing answers to the question. The psychology project will involve the student in dealing independently with a research problem that will draw on intellectual, analytical and creative skills. Dissertation To demonstrate students skills in research, particularly analytical, reflective and critical skills. This will be achieved by asking the student to identify a specific area related to radiographic practice or healthcare science and undertake research related to the subject. This is related to Aim 1 of the SCoR Research Strategy recommendation that all UG training programmes must contain components that develop critical research appraisal skills. Dissertation To demonstrate students skills in research, particularly analytical, reflective and critical skills. This will be achieved by asking the student to identify a specific area of healthcare science and undertake research related to your specialism (Radiotherapy, Radiation Physics or Nuclear Medicine). Dissertation/Special Study For you to demonstrate that you can consolidate your knowledge and understanding of investigative Applicants will be required to demonstrate that their education to date prepares them to enter onto this module Students will receive detailed guidelines and will be supervised by a member of staff based on the student s area of study. The supervisor will also discuss ethical requirements and students should be aware that permission to undertake the project may be required from local ethics committees or NHS Trust R&D Departments. Students will receive detailed guidelines and will be supervised by a member of staff based on the student s area of study. The supervisor will also discuss ethical requirements and students should be aware that permission to undertake the project may be required from local ethics committees or NHS Trust R&D Departments. Students must have previous successful study at Level 6 or demonstration of skills gained in the workplace to access 19

20 6 HPHG6024 B790 6 HPHG6026 B790 6 HPHO6002 B9 6 HLLG6018 B990 6 HMFG6007 B730 6 HSPG6003 C690 techniques and methods. By independent study, you are enabled to extend and develop a detailed exploration of a focused aspect of children s development and learning Emergency Care: Care of Minor Illness and/or Trauma To develop enhanced knowledge of the principles underlying the care of patients presenting with minor illness or injury. Emergency Care: Management of Acute Illness and/or Major Trauma To develop enhanced knowledge of the principles underlying the care of patients presenting with acute illness or major trauma. Ergonomics in the Workplace This module provides a broad based introduction to ergonomic principles and their application in the design of work, equipment and the workplace. Consideration is given to musculoskeletal disorders, manual handling, ergonomic aspects of the environment as well as to the social and legal aspects Evidence Based Practice This aim of this module is to enhance students' understanding of how their practice is underpinned by evidence. It will explore a wide range of evidence and enhance the ability to acquire and evaluate evidence. Examination of the Newborn The aim of this module is to equip students with the knowledge and skills to effectively and safely undertake examination of the newborn/ 6-8 week examination Exercise for Health and Disease Prevention This module will explore the causes, risk factors this module Students must be qualified healthcare professionals in order to study this module Students must be qualified healthcare professionals in order to study this module module at Level 5 then they cannot study the Level 6 version Co-requisite qualificatory practice unit HMFG9001 must be taken. Suitable for midwives, neonatal nurses and health visitors. If students have studied the equivalent module at Level 7 then they cannot study the Level 6 version

21 6 HRBO6022 B930 6 HPHG6028 B790 6 HPHO6004 B9 6 HMSD6008 B821 and aetiology of a number of key health issues; chronic diseases, orthopaedic injury and mental health problems. Students will explore the physiological and psychological factors that impact on physical activity participation and analyse the role of physical activity and exercise in both the prevention and rehabilitation of these conditions and the contexts in which this takes place. They will discuss the physiological and psychological adaptations that occur and how appropriate exercise prescription can assist in the alleviation of symptoms and treatment of disease. Exploring Applied Occupational Therapy Practice To develop knowledge & understanding of Occupational Therapy in specialist areas of practice and to facilitate the development of conference presentation skills. Facilitating Health Behaviour Change To enable students to critically explore the nature of health behaviour and apply this knowledge and understanding to the facilitation of behaviour change, based on a sound theoretical evidence base. Fitness for Work This module aims to equip the student with the detailed knowledge and critical understanding that is required to undertake an effective new starter or pre-employment health assessment and judge fitness for work using pre-existing standards in the workplace Focussed Radiological Practice 1 To provide students with specialist underpinning knowledge & skills to enable safe and effective practice within a defined specialist area of 40 This module is suitable for Occupational Therapists returning to practice, changing speciality or wishing to further develop their skills. Students will need to evidence prior learning and an ability to study at this level in order to access this module module at Level 7 then they cannot study the Level 6 version module at Level 5 then they cannot study the Level 6 version To undertake a stand-alone module, students will have to have demonstrated the following: Level 5 study in a health related area; Experience working within 21

22 6 HMSD6009 B821 6 HPHG6056 B714 6 HLLT6001 C848 radiology/medical imaging (e.g. a specific imaging modality). This will be used to complement and support clinical practice associated with the Focussed Radiological Practice 2 work based module. Focussed Radiological Practice 2 To provide students with the clinical skills and experience to enable safe and effective practice within a defined advanced area of radiology/medical imaging (e.g. a specific imaging modality). This will be used to complement and support the learning attained in the Focussed Radiological Practice 1 work based module undertaken in Semester 1 of year 3. Foundations in General Practice Nursing This module will enable the student to develop self-awareness of the knowledge and skills required to work in the general practice setting. The module is designed for nurses wishing to embark on a career in general practice as a practice nurse or for existing practice nurses who may wish to benchmark their existing competency. The module aims to support work based learning that is practice focussed and addresses contemporary and changing healthcare agendas. Fundamentals of CBT The aims of this module are to enable students to: (1) Use a CBT model to inform their own advancing practice and provide an appropriate base on which to expand their knowledge as an advanced practitioner in CBT, and (2) Critically evaluate the key theories and concepts underpinning therapy and focus on developing advanced and specialist skills to implement in a relevant clinical setting; A core understanding of radiological physics and radiation protection. This module is a pre-requisite for the Focussed Radiological Practice 2 module (HMSD6009) Successful completion of the Focussed Radiological Practice 1 module (HMSD6008) is a pre-requisite to studying this module. Only registered nurses will be eligible to study this module. Study of this module involves identification of a practice supervisor who must have at least 2 years experience of working as a general practice nurse or have already successfully passed the foundation in general practice module or have completed the Community Specialist Practitioner- Practice Nursing programme. If students have studied the equivalent module at Level 7 then they cannot study the Level 6 version 22

23 6 HLLY6005 L530 6 HPHO6006 B9 6 HLLG HPHG6116 B714 6 HPHN6348 B900 practice Global Youth Work To enable students to develop their understanding of the development of the concept of global youth work in relation to other contested and value laden concepts. Health Surveillance Management To equip the students with the detailed knowledge of the requirements for health surveillance and systematic critical understanding of the practice of health surveillance in the workplace, including the limitations of screening processes in the detection of occupational disease Heart Failure Management To develop enhanced knowledge to meet the needs of the patient and family living with heart failure. Holistic Assessment of the Complex Patient with Long Term Conditions To develop detailed knowledge and understanding in the holistic assessment of patients who have complex health needs in relation to long term conditions. Independent Prescribing for Pharmacists The aim of the module is to prepare pharmacists for their roles as pharmacist independent prescribers in accordance with the legislation and professional standards applying to their professional registration as pharmacist independent prescribers. 40 module at Level 5 then they cannot study the Level 6 version Students must be registered nurses or allied health professionals to be eligible to study this module. If students have studied the equivalent module at Level 7 then they cannot study the Level 6 version module at Level 7 then they cannot study this Level 6 version This module may be undertaken only by students who meet the criteria to be registered for the UAwd Independent Prescribing for Pharmacists (Practice Certificate in Independent Prescribing). Applicants are required to submit a fully completed application form and provide further evidence as appropriate to demonstrate their eligibility 6 HLLP6018 C810 Independent Study Applicants will be required to 23

24 6 HPHN6346 B790 This module permits students to independently undertake an agreed piece of work that is relevant to their own interests and/or career plans. This module can be a work-based experience (either voluntary or paid employment), and has the option of assessment through a critically reflective practice diary, or research activities with a tutor, for example. The aim is to give an option that is practitioner-based, and therefore contributes to the development of employability skills. Broadly, the module aims to develop students as independent and responsible learners through fostering ownership of the work undertaken, from its origins to its submission. The module is necessarily demanding because it places major responsibility on the learner. Tutors will contribute to the module through supervision. Independent/Supplementary Prescribing for Nurses, Midwives and Specialist Community Public Health Nurses (V300) The aim of the module is to prepare nurses, midwives and specialist community public health nurses to prescribe safely, appropriately and costeffectively as Nurse and Midwife Independent/Supplementary Prescribers (V300) in accordance with the legislation and professional standards applying to their professional registration. 40 demonstrate that their education to date prepares them to enter onto this module Applicants are required to submit a fully completed application form and provide further evidence as appropriate to demonstrate their eligibility to undertake a programme of preparation to prescribe as a Nurse or Midwife Independent/Supplementary Prescriber (V300) (NMC, 06). Entry requirements include (but are not limited to): registration as a first level nurse, midwife or specialist community public health nurse; three years postregistration experience (or part-time equivalent) of which the year immediately preceding application must be in the clinical field in which you intend to prescribe; be deemed competent by your employer to undertake the programme; confirmation of clinical need within the registrant s role to justify 24

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